Albert Bandura: Observational Learning Theory

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The development of a child is a gradual process that starts at conception in a woman’s womb. After a child is born the physical and mental growth commences. But most people focus on physical development and ignore the mental growth which is equally important. Various theorists have come up with theories that explain the logic behind a child’s development.

One of the most famous theorists is Albert Bandura, whose theory states that a child learns by observation. This paper reviews the facts presented by Bandura’s theory and tries to identify the application of the same facts in the early childhood inclusive classroom setting.

Life would be a living hell if our knowledge was limited to personal experiences. Take the children for example when they are born they can’t speak. So, learning for them is based on what they see others do. This argument is supported by Bandura’s theory. Social learning advocates for attention, retention, reproduction, and motivation as the essential conditions for learning (Learning Theories, 2008).

This kind of learning is important for kids because if they were to learn by experimenting on their own some would die in the process of learning. This is because children are surrounded by diverse objects some of which could be dangerous like fire and water.

The argument pointed out by Bandura’s theory is very true because if you watched the way children behave you will notice that their actions are imitations of their parents or the people with whom they spend most of their time with.

Bandura’s theory argues that children also use the same words that they hear others using in their speech even when they don’t know the meaning of those words.

The theory states that for observational learning to be a success the learner must concentrate on the activity of interest because having divided attention can hinder the learning process.

Another aspect that is highlighted in Bandura’s theory is that of redoing the activity that one has seen others do. This is called reproduction and most of the time it has to be done several times before perfection is attained. Observational learning also emphasizes on motivation because it enhances learning.

In an inclusive classroom setting a child cannot acquire the required knowledge if he/she is carried away by other events that are taking place in the learning environment (McCartney & Philips, 2006). Such events include discrimination due to physical or mental disabilities and interference from his/her peers.

Special education students need to be included in the classroom activities with their peers. This promotes team work and capacity building because the teachers and other non-special education students can assist students with disability in various situations.

Bandura’s theory can be applied in early childhood inclusive class, but its success is determined by the dedication of the educators in helping the child discover his/her full potential. Children with special needs also learn like their counterparts but their progress is slow because of the disabilities that normally make it difficult for them to do what they see others doing.

For instance, a child who has disabled legs may be willing to take part in a particular sporting activity but he/she needs special equipment such as a wheel chair in order to move about the field like the other children. It is therefore important for schools to ensure that there are adequate equipments that are designed for special learners because they are the ones that enhance their learning.

According to section 504 act of American with disabilities, children with disabilities should be able to learn just like other learners regardless of their situation and it clearly explains that it’s against the law to discriminate such learners.

Teachers should thereby develop customized curriculum for learners with special needs and the curriculum should be parallel to that of ordinary children. Other disability laws that support inclusive learning include Individualized Education Program (IEP) and American with Disabilities Act (ADA) (Slentz & Krogh, 2001).

Educators and the society at large should be patient when handling children with special needs. This means that they should be allowed to learn at their own pace because rushing them will create confusion in their minds. The educators should be cautious when teaching such children because if they are not careful the child might feel offended by being looked down by his/her class mates.

In an inclusive class, ordinary learners should be counseled on how to appreciate their counterparts. This will enhance their interaction which can be very beneficial to learners with special needs. This is because they need emotional support while in class and outside. This is where motivation comes in and it’s very important for their childhood development.

Act 504 advocates for tailor made facilities in order to make the incorporation of children with special needs into an ordinary school a smooth process. This involves developing structures such as toilets that are designated to children with special needs. In addition, they should be provided with the necessary equipments.

The progress of children with special needs in classroom should be reflected in their performance. In such a case one expects them to be on the same level with ordinary learners and if they lag behind this means that something somewhere is wrong. Decline in academic performance means that the learners are being taught things at a faster rate than their counter parts which translates to negligence on the part of the educator.

In conclusion, teachers in an inclusive classroom must be quick to appreciate good behavior in class rooms and also discourage bad behavior by punishment because unless we take such affirmative actions our societies will be a total mess and we will have ourselves to blame.

Now that it is certain that children learn through observation, it is the responsibility of every adult including their teachers to be careful when in the presence of children, including those with disabilities because they are the children’s’ role models and this means that their actions can be misleading to the children.

Besides, parents should not leave the whole burden of educating their children to the teachers hence all parents, guardians, relatives, and the society at large has a role in a child’s learning process.

References

Learning Theories. (2008). Social Learning Theory (Bandura). Web.

McCartney, K. & Philips, D. (2006). Blackwell Handbook of Early Childhood Development. Oxford: Blackwell Publishing.

Slentz, K. & Krogh, S. (2001). Early Childhood Development and its Variations. New York: Routledge.

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Albert Bandura: Observational Learning Theory

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